Recently Claire Sewell, the OSC Research Support Skills Coordinator attended her first LILAC conference in Swansea. These are her observations from the event.
LILAC (Librarians’ Information Literacy Annual Conference) is one of the highlights of the information profession calendar which focuses on sharing knowledge and best practice in the field of information literacy. For those who don’t know information literacy is defined as:
Knowing when and why you need information, where to find it and how to evaluate, use and communicate it in an ethical manner (CILIP definition)
Showcasing OSC initiatives
Since it was my first time attending it was a privilege to be able to present three sessions on different aspects of the work done in the OSC. The first session I ran was an interactive workshop on teaching research data management using a modular approach. The advantage of this is that the team can have several modules ready to go using discipline specific examples and information, meaning that we are able to offer courses tailored to the exact needs of the audience. This works well as a teaching method and the response from our audience both in Cambridge and at LILAC was positive.
There was an equally enthusiastic response to my poster outlining the Supporting Researchers in the 21st Century programme. This open and inclusive programme aims to educate library staff in the area of scholarly communication and research support. One element of this programme was the subject of my finalLILAC contribution – a short talk on the Research Support Ambassador Programme which provides participants with a chance to develop a deeper understanding of the scholarly communication process.
As well as presenting and getting feedback on our initiatives the conference provided me with a chance to hear about best practice from a range of inspiring speakers. A few of my highlights are detailed below.
Getting the message out there -keynote highlights
Work openly, share ideas and get out of the library into the research community were the messages that came out of the three keynote talks from across the information world.
The first was delivered by Josie Fraser, a Social and Educational Technologist who has worked in a variety of sectors, who spoke on the topic of The Library is Open: Librarians and Information Professionals as Open Practitioners. Given the aim of the OSC to promote open research and work in a transparent manner this was an inspiring message.
Josie highlighted the difference between the terms free and open, words which are often confused when it comes to educational resources. If a resource is free it may well be available to use but this does not mean users are able to keep copies or change them, something which is fundamental for education.
Open implies that a resource is in the public domain and can be used and reused to build new knowledge. Josie finished her keynote by calling for librarians to embrace open practices with our teaching materials. Sharing our work with others helps to improve practice and saves us from reinventing the wheel. The criteria for open are: retain, reuse, revised, remix, redistribute.
In her keynote, Making an Impact Beyond the Library and Information Service, Barbara Allen talked about the importance of moving outside the library building and into the heart of the university as a way to get information literacy embedded within education rather than as an added extra. The more we think outside the library the more we can link up with other groups who operate outside the library, she argued. Don’t ask permission to join in the bigger agenda – just join in or you might never get there.
Alan Carbery in his talk Authentic Information Literacy in an Era of Post Truth discussed authentic assessment of information literacy. He described looking at anonymised student coursework to assess how students are applying what they have learnt through instruction. When real grades are at stake students will usually follow orders and do what is asked of them.
Students are often taught about the difference between scholarly and popular publications which ignores the fact that they can be both. Alan said we need to stop polarising opinions, including the student concept of credibility, when they are taught that some sources are good and some are bad. This concept is becoming linked to how well-known the source is – ‘if you know about it it must be good’. But this is not always the case.
Alan asked: How can we get out of the filter bubble – social media allows you to select your own news sources but what gets left out? Is there another opinion you should be exposed to? He gave the example of the US elections where polls and articles on some news feeds claimed Clinton was the frontrunner right up until the day of the election. We need to move to question-centric teaching and teach students to ask more questions of the information they receive.
Alan suggested we need to embed information literacy instruction in daily life – make it relevant for attendees. There are also lessons to be learnt here which can apply to other areas of teaching. We need to become information literacy instructors as opposed to library-centric information literacy instructors.
Key points from other sessions
There is a CILIP course coming soon on ‘Copyright education for librarians’. This will be thinking about the needs of the audience and relate to real life situations. New professional librarians surveyed said that copyright was not covered in enough depth during their courses however many saw it as an opportunity for future professional development. The majority of UK universities have a copyright specialist of some description, but copyright is often seen as a problem to be avoided by librarians.
There is a movement in teaching to more interactive sessions rather than just talking and working on their own. Several sessions highlighted the increased pressure on and expectations of students in academia. Also highlighted were the benefits of reflective teaching practice.
There are many misconceptions about open science and open research amongst the research community. There is too much terminology and it is hard to balance the pressure to publish with the pressure to good research. Librarians have a role in helping to educate here. Many early career researchers are positive about data sharing but unsure as to how to go about it, and one possibility is making course a formal part of PhD education.
Published 27 April 2017
Written by Claire Sewell